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The relative effectiveness of government and private schools in Pakistan: are girls worse off?

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  • Monazza Aslam

Abstract

Recent evidence from Pakistan points to significant pro-male bias within households in the allocation of education expenditures. This raises two important questions. Is less spent on enrolled girls than boys through differential school-type choice for the two sexes; for example, through a greater likelihood of sending boys to fee-charging private schools? And, if indeed this is the case, are girls thereby condemned to lower quality schooling, on average, than boys? By asking these questions, this paper makes three contributions to the literature. Firstly, this is one of a very few studies in Pakistan to explore the question of the relative effectiveness of public and private schools despite there being an unpreedeconnted expansion of fee-charging private schools in the past two decades. Secondly, unlike existing papers that focus on primary schooling, this study looks at potential learning gaps by school type for students in their last year of middle school (Grade Eight), very near their transition to secondary schooling. Thirdly, it exploits unique, purposively-collected data from government and private school students, and thus, in estimating achievement production functions, is able to control for a number of variables typically 'unobserved' by researchers. The findings reveal that boys are indeed more likely to be sent to private schools than girls within the household, so that differential school-type choice is an important channel of differential treatment against girls. Private schools are also found to be of better quality - they are more effective than government schools in imparting mathematics and literacy skills. Girls lose out vis-a-vis boys in terms not only of lower within-household educational expenditures, but also in terms of the quality of schooling accessed.

Suggested Citation

  • Monazza Aslam, 2009. "The relative effectiveness of government and private schools in Pakistan: are girls worse off?," Education Economics, Taylor & Francis Journals, vol. 17(3), pages 329-354.
  • Handle: RePEc:taf:edecon:v:17:y:2009:i:3:p:329-354
    DOI: 10.1080/09645290903142635
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    References listed on IDEAS

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    1. Glewwe, Paul, 2001. "Schools, Skills And Economic Development: Education Policies, Student Learning And Socioeconomic Outcomes In Developing Countries," Bulletins 12969, University of Minnesota, Economic Development Center.
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    Cited by:

    1. Azam, Mehtabul & Kingdon, Geeta Gandhi, 2013. "Are Girls the Fairer Sex in India? Revisiting Intra-Household Allocation of Education Expenditure," World Development, Elsevier, vol. 42(C), pages 143-164.
    2. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja, 2015. "Delivering education: a pragmatic framework for improving education in low-income countries," Chapters,in: Handbook of International Development and Education, chapter 6, pages 85-130 Edward Elgar Publishing.
    3. Aslam, Monazza & Kingdon, Geeta Gandhi, 2012. "Parental Education and Child Health—Understanding the Pathways of Impact in Pakistan," World Development, Elsevier, vol. 40(10), pages 2014-2032.
    4. Azam, Mehtabul & Kingdon, Geeta Gandhi, 2013. "Are Girls the Fairer Sex in India? Revisiting Intra-Household Allocation of Education Expenditure," World Development, Elsevier, vol. 42(C), pages 143-164.

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    Keywords

    privatisation; school choice; gender bias; Pakistan;

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